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Through the lens of social science, eduwonkette takes a serious, if sometimes irreverent, look at some of the most contentious education policy debates. (Find eduwonkette's complete archives prior to Jan. 6, 2008 here.)

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skoolboy Peeks out of the Closet

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Now that eduwonkette has revealed herself as Columbia doctoral student Jennifer Jennings, skoolboy is gingerly sticking his head out of the closet and looking around. (If I see my shadow, I may go back inside for another six weeks.) skoolboy is Aaron Pallas, a Professor of Sociology and Education at Teachers College, Columbia University. I study inequalities that are created and perpetuated by the ways schools sort and select children and youth, and the role that education plays in individuals’ adult lives. Recently, I went on the record in the New York Sun on a topic near and dear to eduwonkette’s heart: the failure of New York City to make substantial progress in reducing the achievement gap among different racial and ethnic groups.

What’s my relationship to eduwonkette? She took a couple of courses with me, and I’m on her dissertation committee. (Her dissertation contrasts the consequences of accountability systems in education and medicine. A provocative entry into the topic is her Ed Week commentary, under her own name, here—but c’mon Ed Week, let non-subscribers see it too!) More importantly, though, we’ve been collaborating on a series of studies that look at the mechanisms by which some New York City schools garner more resources than others. All of the qualities that make her blog compelling and so much fun are just as evident in her approach to academic research.

eduwonkette said the other day that she stands behind everything she wrote under the pseudonym. I do too, on substance, but I’m not as sure about tone. I think the conventions of blogging, especially anonymously, allow for shooting from the hip quite easily, and my usual writing is more painstaking. (More long-winded than my interminable dreary posts? Yep.) Also, I think that sometimes I try to emulate eduwonkette’s style, which is appealing—and she is expert at it—but I’m not skilled enough to pull it off. So if I’ve offended anyone through my tone, either in the past or in the future, my apologies.

Finally, unlike eduwonkette, I did become an academic to talk to five guys in a room with transparencies. Only now, we use PowerPoint.

And I’m so glad it’s no longer just guys.

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Comments

Skoolboy: Nice to meet you. As a DC area resident, is anyone in the education blogosphere NOT in New York?

Attorney DC:

I'm a DC resident and I blog about English-language learners for EdWeek at Learning the Language at www.edweek.org/go/ltl/. So not everyone who has an education blog lives in New York City.

The group of kids I write about isn't exactly on everyone's radar screen. I'm really pleased whenever I see any of the education bloggers draw attention to them, which is kind of rare.

Mary Ann Zehr

Skoolboy,

I study inequalities that are created and perpetuated by the ways schools sort and select children and youth, and the role that education plays in individuals’ adult lives.

I for one would welcome some blog posts on:

a.) Inequalities that are created by school procedures;

b.) Inequalities that are perpetuated by school procedures and how you determined that perpetuation is at work;

c.) The effects that sorting and selecting of children have on measurement of inequality;

d.) and since you described the role of education in adult lives in such a general fashion, I'd be very interested in your specific thoughts on this issue.

"We need to be aware that what we're doing right now to close the achievement gap may not be working," Mr. Pallas said. "If what we're doing isn't working, we need to be aware of that and perhaps think about doing something else."

This quote from the NY Sun article begs an obvious question - what exactly should they be doing that will work? The only method that I'm aware of that yields measurable results is to increase time on task by about 50%. Are there any shortcuts that haven't failed over the last 50 years but are simply not finding an audience that will add them to their teaching toolkit?

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